A resolução de problemas como estratégia de promoção da educação ambiental para a sustentabilidade: uma intervenção com alunos de 11º ano centrada no tópico da exploração de recursos geológicos na disciplina de Biologia e Geologia

Relatório de estágio de mestrado em Ensino de Biologia e de Geologia no 3º Ciclo do Ensino Básico e no Ensino Secundário

O uso da abordagem CTSA para o ensino de energia tendo o desenvolvimento sustentável como eixo temático

In recent decades, humanity has become increasingly concerned with environmental problems. Proofs of this are increasing initiatives in civil society organizations, private institutions and government actions, either local, state or national actions to promote environmental protection. The goal of this research is to contribute to the formation of citizens more aware of their responsibilities to sustainable development issues, simultaneously to their learning of physics in the secondary school. Thus, we have designed a research project that aims to evaluate the effectiveness of the adoption of the concept of sustainable development as a central theme in physics classes in high school. From this goal, we designed, implemented and evaluate lesson plans that aim not only to construct and apply the concept of energy, but also to understand their transformations and conservation law, as well as their processes of production, distribution and consume in the context of physical laws in which it is involved. Then, it was deliberately provided to students, during classes, to read, interpret and produce texts, by this way being able to think and start to have a critical view of the world around him, as well as absorb the energy concept and understand his occurrence in phenomena of nature and in technologies. The approach used for this was that constraining science, technology, society and environment - STSE. This teaching methodology has been applied in the IFRN Ipanguaçu campus, for students of two classes of first year of high school integrated course in agroecology and in technical computing. The survey results show the effectiveness of both methods with respect to the viewpoints of students in relation to the guidelines of sustainable development and the learning of physics content proposed. It is hoped with this dissertation to contribute to the formation of future men and women as citizens environmentally friendly, but also as a source of inspiration for teachers who wish to foster in its students such a critical position about civic education, from their classes

O significado atribuído por licenciandos ao currículo de Biologia numa perspectiva CTSA

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Aspectos formativos da experiência com questões sociocientíficas no ensino de ciências sob uma perspectiva crítica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A abordagem de questões sociocientíficas na formação continuada de professores de ciências: contribuições e dificuldades

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Enfoque CTSA no ensino de astronomia: uma investigação de possibilidades por meio da astronáutica

Pós-graduação em Educação para a Ciência - FC

Concepciones de futuros profesores de biología, brasileros y portugueses sobre valores eticos de la ciencia

One of the science education objective, based on relationships between science, technology, society and environment (STSE) is, to form citizens capable on evaluating and taking decisions about the scientific advances impact on society and environment. In a two-way perspective, understand relationships between STSE, provides a vision of science as a human construction and therefore fallible, changeable and not neutral. In this study, we present some results from a comparative study on the influence of ethical conceptions of the nature of science, in two groups of future biology teachers, one from Brazil and, another one from Portugal. For data collection we constructed an attitude scale of Likert-type, which was validated mathematically and semantically. Results shows strong influence of social values, as in transgenic products, where the students’ ideas varied according to the ethical discussions more present in each country.

Alfabetização científica em nível médio e a preparação dos cidadãos para o processo de tomada de decisões

The concept of scientific literacy nowadays is permeated by principles eventually inconsistent. Development of cognitive skills, preparation for continuing studies in higher education, preparation for working life and the strengthening of citizenship are some of the competing goals of science education. In respect of Science, Technology, Society and Environment (STSE) Education, the politics of science should be properly taken into account by science education. This paper examines the concept of scientific literacy in the context of STSE Education and points to why and how physics education in high school curriculum should address topics of energy consumption and production in order to provide the background necessary to assess public policies of science, technology and innovation, in particular the Decennial Plan for Expansion of Energy 2020, subjected to public consultation by the Brazilian Ministry of Mines and Energy in 2011.

Agrotóxicos - toxidade versus custos: uma experiência na formação de professores com as questões sociocientíficas no ensino de ciências

In this paper, we propose the socio-scientific issues (SSI) as an effective part of the curriculum of the ideals of the STSE movement in education. Furthermore, we have developed in a secondary school, in a rural community in the state of São Paulo, activities of continuing education for teachers in the discussions of SSI in the classroom. To understand and reflect on the situations resulting from these practices, we considered the participant research and the content analysis from the audio records of the weekly meetings between the teachers of this school and graduate students from a nearby university.Given this,we could understand how these issues should be part of people's lives, teachers must present motivation for the work, they need information,exposition of the arguments involved, mustrelate content and curricula, but, all this,aiming at the necessary critics of the aspects that can make this an instrumentalized practice. At the end of this clipping of our doctoral research, we were able to consider evidences on how teachers were inserted in the training process, with their involvement in the discussions and practices with the ISS.

Possibilidades e limitações da prática do professor na experiência com a temática energia e desenvolvimento humano no ensino de ciências

Reflections on the Movement STSE, in basic education, have pointed to the introduction of discussions involving the socio-scientific issues, as a way of organization and development of forming processes in science classes. In this sense, the research that we developed sought to bring to physics classes of basic education, the discussions surrounding the relationship between science, technology, society and environment issues related to production and access to electricity and human development. In order to interpret formative aspects of this approach was achieved through a short course. Thus, we discuss in this paper, the discourse of students and a professor of physics who participated in this short course. Therefore, we seek in discourse analysis, reflection on this practice, which has limitations such as lack of recognition of this type of training status by the students as well as possibilities represented by the establishment of training spaces that contribute to the discussion of socio-scientific issues.

O tratamento de questões sociocientíficas na formação de futuros professores de ciências: possibilidades e desafios nas vozes dos licenciandos

The perspective STSE (Science-Technology-Society-Environment) was recently implemented in the training courses for science teachers in Brazil, and proposes greater coordination of scientific knowledge with subjective questions that constitute the science, enables discussion of the nature of science and its implications for social and environmental issues. The present work aims to contribute to training of science teachers that approximates the current demands of contemporary society. Having as theoretical reasons the implications of STSE Movement in science teaching, we bring some considerations on pedagogical practices of undergraduates in Biological Sciences held within its Supervised. Through content analysis of the speeches of undergraduates, we can identify contributions and limitations that treatment of socio-scientific issues (SSI) revealed in the process, putting to discuss some aspects that are tangent training teachers committed to a contextualized view of science and scientific training. It discusses, among them, the relationship theory and practice in supervised training of future teachers’ conceptions about the implications of the STSE perspective in science teaching and science teacher positioning ahead controversial themes.

Repensando as situações de aprendizagem em física: proposta de duas sequências didáticas com abordagem CTSA para formação ética do cidadão / Gabriel Scoparo do Espirito Santo. -

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

La Educación en Ciencias como un llamado a la acción

Este artículo considera que tanto la educación en Ciencia, Tecnología, Sociedad y Ambiente (CTSA) como las formas convencionales de la enseñanza de problemas socio-científicos (PSC) son inadecuadas para satisfacer las necesidades e intereses de los y las estudiantes que se enfrentan con demandas, problemas y asuntos de la vida contemporánea. Se defiende un acercamiento educativo mucho más politizado, con un mayor énfasis en la crítica social, la clarificación de valores y la acción socio-política, a través de un enfoque basado en problemas que puede convivir con el currículo convencional basado en disciplinas. Para ello, es necesario que la confrontación de cuestiones, la consideración de los valores subyacentes y la acción sean totalmente integrados al currículum

Wetland maps including open water extent dynamics based on ENVISAT ASAR WS for Siberia, 2007 and 2008, links to GeoTIFFs

Wetlands store large amounts of carbon, and depending on their status and type, they release specific amounts of methane gas to the atmosphere. The connection between wetland type and methane emission has been investigated in various studies and utilized in climate change monitoring and modelling. For improved estimation of methane emissions, land surface models require information such as the wetland fraction and its dynamics over large areas. Existing datasets of wetland dynamics present the total amount of wetland (fraction) for each model grid cell, but do not discriminate the different wetland types like permanent lakes, periodically inundated areas or peatlands. Wetland types differently influence methane fluxes and thus their contribution to the total wetland fraction should be quantified. Especially wetlands of permafrost regions are expected to have a strong impact on future climate due to soil thawing. In this study ENIVSAT ASAR Wide Swath data was tested for operational monitoring of the distribution of areas with a long-term SW near 1 (hSW) in northern Russia (SW = degree of saturation with water, 1 = saturated), which is a specific characteristic of peatlands. For the whole northern Russia, areas with hSW were delineated and discriminated from dynamic and open water bodies for the years 2007 and 2008. The area identified with this method amounts to approximately 300,000 km**2 in northern Siberia in 2007. It overlaps with zones of high carbon storage. Comparison with a range of related datasets (static and dynamic) showed that hSW represents not only peatlands but also temporary wetlands associated with post-forest fire conditions in permafrost regions. Annual long-term monitoring of change in boreal and tundra environments is possible with the presented approach. Sentinel-1, the successor of ENVISAT ASAR, will provide data that may allow continuous monitoring of these wetland dynamics in the future complementing global observations of wetland fraction.

La Educación en Ciencias como un llamado a la acción

Este artículo considera que tanto la educación en Ciencia, Tecnología, Sociedad y Ambiente (CTSA) como las formas convencionales de la enseñanza de problemas socio-científicos (PSC) son inadecuadas para satisfacer las necesidades e intereses de los y las estudiantes que se enfrentan con demandas, problemas y asuntos de la vida contemporánea. Se defiende un acercamiento educativo mucho más politizado, con un mayor énfasis en la crítica social, la clarificación de valores y la acción socio-política, a través de un enfoque basado en problemas que puede convivir con el currículo convencional basado en disciplinas. Para ello, es necesario que la confrontación de cuestiones, la consideración de los valores subyacentes y la acción sean totalmente integrados al currículum